1.TODDLERS
At Dalhousie Public School, our Toddlerprogramme is thoughtfully designed to honour the natural rhythm, curiosity, and independence of early childhood. The early years form a vital foundation, and our prepared environment nurtures each child as a capable, confident, and calm learner from the very beginning.
In our toddler classrooms, learning unfolds through purposeful movement, hands-on exploration, and self-discovery. Children develop fine and gross motor skills as they choose and work with Montessori materials—pouring, carrying, sorting, placing mats, wearing aprons, folding napkins and engaging in meaningful practical life activities. These experiences are never rushed; children are gently guided to focus, repeat, and complete tasks independently, building concentration and confidence.
A calm, respectful atmosphere lies at the heart of our ethos. Children learn to communicate, take turns, walk and stand in line, and express their needs with clarity. Everyday routines such as saying grace, eating independently, asking for more, keeping bags, bottles, and shoes in their place, and tidying their work area foster responsibility, self-esteem, and inner order.
Choice plays an essential role in motivation. Toddlers are encouraged to select their activities, choose toys thoughtfully, and take ownership of their learning and environment. From painting to drama, the toddlers engage in creative expression as a natural, joyful way of discovering the world around them. This freedom within structure nurtures independence, self-discipline, and a love for learning.
As part of their outdoor learning experience, toddlers visit the farm and vegetable garden, engaging in simple gardening activities that encourage curiosity and respect for nature. Experiences such as sand play and time on the swings further strengthen balance, coordination, and joyful movement.
At Dalhousie Public School, Toddlers is a space where calm responses, dignity, independence, and joy gently shape the child’s earliest learning journey.
2. Early Years Programme (EYP 1, EYP 2 and EYP 3)
The early years represent a powerful period of learning in which children construct meaning about themselves, others, and the world around them. During this stage, learners develop foundational understandings, dispositions, and skills that shape their future learning pathways. The Early Years Programmerecognises this phase as a time of rapid growth, curiosity, and identity formation, beginning from age 3.
It is thoughtfully designed to support learners from their first experiences, grounded in the philosophy and framework of the IB Primary Years Programme (PYP)*, placing the child at the centre of learning. Thus nurturing confident, caring and inquiring learners who actively engage with their environment and their learning.
Learning experiences across EYP 1, 2 and 3 are designed through a play-based and inquiry-driven approach, where purposeful play supports conceptual understanding, skill development and social growth. Learning spaces are carefully prepared to encourage independence, choice and hands-on exploration. Learners interact with concrete materials that foster concentration, self-regulation and problem-solving, allowing learning to emerge through meaningful, self-directed experiences.
A strong emphasis is placed on systematic early language acquisition, recognising language as fundamental to thinking and communication,through rich oral language experiences, storytelling, shared discussions, songs and emergent literacy practices, learners develop listening, speaking, early reading and writing skills. Opportunities for multimodal and multilingual expression enable children to communicate ideas confidently and build strong foundations.
The development of gross and fine motor skills is embedded through movement, sensory exploration and purposeful manipulation of materials. These experiences support coordination, strength and control, contributing to overall wellbeing and readiness for future learning.
At the heart of the EYP is a deep respect for the uniqueness, voice and potential of every learner. Learning environments are inclusive and nurturing, fostering a strong sense of belonging, collaboration and mutual respect. Children are supported in developing positive relationships, empathy and self-awareness, while building the confidence to express ideas, take risks and reflect on their learning.
Dalhousie Public School, New Chandigarh is a Candidate School* for the PYP. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that DPS, New Chandigarh believes is important for our students. For further information about the IB and its programmes, visit www.ibo.org
3. Primary Years Programme
Dalhousie Public School, New Chandigarh is an International Baccalaureate (IB) Primary Years Programme (PYP) candidate school*, committed to implementing the IB philosophy and practices. The IB mission and philosophy are embedded within the school’s ethos, guiding teaching, learning, and decision-making processes. Beginning from age 6, the programme aims to develop confident, compassionate, and reflective learners who are equipped to engage thoughtfully with an increasingly complex and interconnected world.
Central to the PYP framework is the IB Learner Profile, which provides a foundation for the holistic development of learners. Through inquiry-based, concept-driven learning experiences, students are supported in developing the attributes of being inquirers, thinkers, communicators, principled, open-minded, caring, risk-takers, knowledgeable, balanced, and reflective. These attributes are intentionally cultivated across academic and co-curricular contexts to ensure the development of well-rounded individuals.
A strong commitment to international mindedness underpins the Primary Years Programme. Learners are encouraged to explore multiple perspectives, develop intercultural understanding, and demonstrate respect for diversity. By making meaningful connections between local and global contexts, the programme supports the development of lifelong learners who are socially responsible and prepared to contribute positively to the global community.
The PYP addresses intellectual, social, emotional, physical, and creative dimensions of the learners. Experiences extend beyond academic achievement and are designed to foster resilience, wellbeing, creativity, and a growth mindset through a balanced curriculum that integrates academics, the arts, sports, and wellbeing initiatives.
The school provides a comprehensive learning support framework that recognizes and responds to individual learner needs. Differentiated teaching strategies, targeted interventions, and collaborative practices among educators ensure equitable access to the curriculum. Learning support is guided by early identification, personalized planning, and ongoing partnerships with families to promote student progress and wellbeing.
Student agency is a core principle of the PYP and is actively embedded within teaching and learning practices. Learners are encouraged to take ownership of their learning through voice, choice, and reflection. Opportunities for action enable students to apply their understanding in authentic contexts, fostering responsible decision-making and meaningful contributions to the school and wider community.
Dalhousie Public School, New Chandigarh is committed to promoting equity, diversity, inclusion, and belonging across all aspects of school life. Learning environments are designed to be inclusive, respectful, and culturally responsive, ensuring that every learner feels valued and supported. Through intentional practices and policies, the school nurtures a strong sense of belonging while encouraging respect for diverse identities, perspectives, and experiences.
(FYI: This is a mandatory text that should appear in the web pages where the school says that it follows the IB curriculum, as long as it holds the Candidacy stature)
Dalhousie Public School, New Chandigarh is a Candidate School* for the PYP. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that DPS, New Chandigarh believes is important for our students.
*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org
4. MIDDLE SCHOOL: Grades 6–8
The Middle School Programme for Grades 6 to 8 marks a pivotal stage in a learner’s academic journey, where foundational understanding is strengthened and independent, critical thinking begins to flourish. Building on the inquiry-driven approach of the IB Primary Years Programme (PYP), students are offered a choice of transition to either the Cambridge Lower Secondary or the CBSE curriculum, allowing families to select a pathway best aligned with their academic goals.
Cambridge Lower Secondary (Grades 6–8)
The Cambridge Lower Secondary Programme offers a globally benchmarked and structured learning experience that nurtures curiosity, confidence, and a lifelong love for learning. Internationally recognised for its academic rigour, flexibility, and learner-centric philosophy, the programme emphasises critical thinking, problem-solving, collaboration, and effective communication. Learning extends beyond rote memorisation, encouraging students to question, analyse, and make interdisciplinary connections, thereby developing reflective and independent learners.
The curriculum offers a broad and balanced range of subjects, including Mathematics, Science, English, Global Perspectives, Social Science, Computing, Punjabi, and additional languages such as Hindi, Spanish, and French, alongside Music, Drama, and Art. This diverse subject offering ensures an integrated education that values academic excellence, multilingualism, technological literacy, and creative expression.
Delivered by trained and experienced educators, the Cambridge programme provides a strong academic foundation and supports smooth progression to higher levels of Cambridge education, as well as other national and international curricula. With its global outlook, cultural sensitivity, and local relevance, the programme prepares students for future academic success in an ever-evolving world.
CBSE Curriculum (Grades 6–8)
The CBSE Middle School Programme for Grades 6 to 8 focuses on deepening conceptual understanding while fostering analytical thinking and experiential learning. Aligned with the guidelines of the Central Board of Secondary Education, the curriculum ensures a smooth and structured transition from primary to secondary education.
Students engage meaningfully with core subjects such as Mathematics, Science, Social Science, Languages, and Information Technology, with an emphasis on application-based learning. The curriculum integrates activity-based learning, projects, assessments for learning, and life skills education, encouraging curiosity, creativity, and confidence.
Equal importance is given to co-curricular activities, values education, physical fitness, and emotional well-being, supporting the holistic development of each learner. Through this balanced approach, students are nurtured into responsible, socially aware individuals equipped with strong problem-solving skills and academic readiness for the secondary and senior secondary years.
5. SENIOR SCHOOL: Grades 9–12
The Senior School years, encompassing Grades 9 to 12, are a defining phase in a student’s educational journey, shaping confident, responsible, and capable individuals prepared for higher education and life beyond school. At this stage, learners are guided to refine their academic focus, strengthen independent thinking, and develop the resilience needed to succeed in an increasingly complex world.
Our Senior School currently follows the Central Board of Secondary Education (CBSE) curriculum, which offers a balanced blend of academic rigour, personal growth, and holistic development. As students progress to the Senior Secondary level, the emphasis deepens on subject mastery, analytical learning, and systematic preparation for the CBSE Board Examinations. Teaching methodologies prioritise conceptual understanding, application-based learning, and critical reasoning to ensure meaningful and lasting learning outcomes.
Beyond academics, the CBSE programme at our school is designed to nurture well-rounded individuals who are ethically grounded, socially responsible, and confident in their abilities. Students are encouraged to develop leadership skills, self-discipline, and a strong sense of purpose, equipping them to face future challenges with integrity and confidence.
In keeping with our commitment to global education and evolving learner needs, the school plans to introduce IGCSE and the IB Diploma Programme (IBDP) in the future, further expanding pathways and opportunities for our senior students.
